Lesson Plan 1: Literacy Writing a List Poem (60 minutes)

Objectives SWBAT understand the characteristics of writing poetry. SWBAT read and respond to poems and music as a model for writing. SWBAT write a draft of a list poem and demonstrate effective word choice in writing. Standards CCSS ELA Grade 2 Reading Standard Lit 4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS ELA Writing 2.5 Production and Distribution of Writing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Materials and Preparation Favorite lines recorded from Zin! Zin! Zin! a Violin by Lloyd Moss, characteristics of writing a poem chart, pencils, journals for student responses, The Orchestra CD, CD player, draft paper Classroom Arrangement and Management Issues Students will be in their seats for the majority of the lesson following their return from lunch. As most of our writing lessons occur at the students desks so this practice is standard. Students will have the journals already returned to their respective desks. The draft paper will be distributed to each table at the appropriate time. For students who are distracting themselves or classmates they will have their desks turned (so they cannot fiddle with items inside it) or be moved to a seat on the periphery of the classroom. Positive behavior will also be rewarded through the class star chart. Students self identifying or teacher recommended needing additional support can move to the carpet with their materials during the independent writing time. This should help minimize off task behavior distracting the whole class during quiet writing time. Also the norm will be reinforced that for a given time students must be quiet writing and the timer will be set with a 2 minute warning. The Hook (8 minutes): 1. Review students favorite lines from the mornings Read Aloud text, Zin! Zin! Zin! a Violin by Lloyd Moss. Have students identify their favorite words from these lines. From each line only one can be selected. 2. Emphasize how writers choose words that help the reader hear the sounds. What word is most important in this line for the reader to understand the sound? Students write these responses in their journals. Read aloud the class list of selected words that describe the texts subject. The Body of the Lesson: Work and Explore (45 minutes): 1. Introduce that we can turn the list of words into poetry that explains sounds heard from the read aloud text. Review the characteristics writing poetry: A poem tells a writers feelings about a topic A poem may be rhymed or unrhymed

2.

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A poem uses colorful words and details to help the reader see, feel, or hear what the writer is telling about. A poem includes a title Have students identify these characteristics in the class word list so far. a. What words help the reader to hear what the writer is expressing or trying to say? b. Do any of the words rhyme with each other? i. Are there other words we could add that would rhyme and be about same subject? c. How could we arrange the words so the poems message is clearer to the reader? i. Do any need to be taken out because they do not fit the subject or are repeating the same word/idea? d. What cold be a good title that tells the reader what that summarizes what poem is about or motivates the reader to continue reading? Share that we are writing a list poem about musical sounds that need only one word per line. Model re-arranging the words for stronger expression, adding an additional word(s, if possible) for rhyming, and a poem title. Transition to guided practice with writing list poems. Share how writers need a subject to write about that inspires them and we will be using music as our inspiration. Shared listening to one music selection from the CD The Orchestra, Music is Everywhere, which describes with both narration and music how sounds are all around us. Ask for students one word responses from the recording either of words directly spoken in the piece or what they think in response to the topic. Record these responses on the board and in the individual student journals. Then have students practice re-arranging the words for stronger expression, adding an additional word(s, if possible) for rhyming, and poem title. Read aloud a teacher selected and/or volunteered examples. Next as a class students listen to two more selections from The Orchestra, Music Conveys a Feeling and Music Tells a Story. As the tracks are played they select words from the narration or sounds to record for their list poems. Direct student to write at least 4 words per track. After the track one minute is given for students to write words as their response to the listening selection about music. Then students use these words to write a draft list poem following the characteristics of writing poetry. The two tracks are replayed as students are quietly working. Small group gathered on the carpet for additional writing support from the teacher.

Closure: (7 minutes): 1. Finally a few student volunteers are selected to read aloud their list poem drafts and share their inspiration the words/title selected. The other students are invited to ask the authors two followup questions about their poetry inspiration. Assessment of Objectives: Assessment of students understanding the characteristics of poetry will be how they apply this knowledge to give evidence of these characteristics in the list poems modeled for the class and created during guided practice. Evidence of understanding these characteristics will also be assessed in students individual drafts of a list poem. Then students willingness and flexibility to use both the text poem and music as varied formats for writing prompts will be

assessed. Finally students list poem drafts will be assessed by how coherently they convey the writers feelings about a subject through strong words selected or added. Considerations 1. Anticipating students responses and my possible responses a. Some students could become off-task during the lesson and the suggestion of moving the student or their desk were discussed in the classroom arrangement section. While the teacher is working with the small group for more writing support other students remaining at their desks could begin to talk. Having the recording re-playing during this time should minimize that distraction. b. Many students should find the subject of their poem writing fun and enjoy listening to the audio recording. Students are most likely to struggle with how to select a word that summarizes their reaction to the music selection. For students who do, this piece does not have to be a requirement but rather an addition. Other students could be concerned with how to spell a word or sound. Remind students to try their best with the spelling and use the class resources. For the sound spelling, there is opportunity with the authors who share to demonstrate how their reading of the poem still creates the same sound regardless of spelling. Use the read aloud text as a resource for the spelling of sounds as well. 2. Accommodations a. For the students who find the material too challenging they can focus on writing a list poem from the words selected during the guided practice responding to Music is Everywhere selection. For students who need more time with writing they can focus on completing the same objectives with words recorded from and in response to just one of the music tracks played during independent practice. Both of theses groups of students are gathered to the carpet for additional support. b. For students who need an additional challenge they can try to include 2 sets of rhyming pairs in their list poem, which then they would most likely need to add additional words that maintain the same expression. Students who finish early can work previous writing either publishing A Paragraph that Explains or drafting A Paragraph that Describes.

Lesson Plan 2: Literacy Identifying and Applying Nonfiction Text Features (60 minutes)
Objectives SWBAT use parts of a nonfiction book to find information. SWBAT predict the information a nonfiction text will explain through its features. SWBAT identify, label, and explain the features of a nonfiction text. Standards CCSS ELA Grade 2 Reading Standard Info Text 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. CCSS ELA Grade 2 Reading Standard Info Text 5: Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCSS ELA Grade 2 Reading Standard Info Text 6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CCSS ELA Grade 2 Reading Standard Info Text 7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Materials and Preparation Nonfiction genre study diagram, Ah Music! by Yiki, class model feature worksheet chart, 24 copies of feature worksheet and table of contents, directions prepared on the board, 8 groups of 3 students, 8 nonfiction texts for independent practice, pencils, timer, feature labels prepared on sentence strips Classroom Arrangement and Management Issues Students will be in their seats for the beginning part of the lesson following their return from lunch. Based on ability to function productively away from their desks those students will be invited to complete the independent practice on the carpet. This will also allow Students will begin the lesson with no materials so their focus is on the speaker and board. Then they will be given the worksheets only once they are needed. Students should not be writing until independent practice. For students who are distracting themselves or classmates they will have their desks turned (so they cannot fiddle with items inside it) or be moved to a seat on the periphery of the classroom. Positive behavior will also be rewarded through the class star chart. Share the group norm to work together but still complete your own work. Everyones paper must be completed. Also ask your question to your group before asking the teacher. Finally small voices so all the groups can work productively. Students teacher identifies as needing additional support will stay at the tables. This should help minimize off task behavior distracting the whole class during independent practice. The timer will be set with a 2-minute warning. The Hook (5 minutes): 3. Review the genre study nonfiction text model we have completed in class before with a title, heading, and detail ideas. Have students share how they found each part within

the nonfiction text. Where did you look for the title? Where did you look for the headings? How did you find the detail information? Could it be from any page? 4. Today we are going to continue looking at these features of nonfiction texts and add in other features. Emphasize that many students can recall what those features are so now we are moving forward to apply this knowledge to actual texts and how they help make the authors message clearer. The Body of the Lesson: Work and Explore (50 minutes): 7. Have students brainstorm the nonfiction text features they already know. Supply more if main features are not included (title, caption, diagram, heading, illustration, photograph, table of context, index, glossary). 8. Share the purpose of each feature in a nonfiction book. Does every nonfiction book have all these features? What features are included tell the reader about what type of information the text explains. Example: Photographs are often in biographies and diagrams are often in scientific books. 9. Distribute the Ah Music! Table of Contents. We in our readers we read a part of this story and now we examine the complete nonfiction text. What feature is this? What other feature does this tell the reader about? a. As a class discuss that there is more information we can learn about the book with just this page. For example what type of questions can we predict will be answered by the text? What do you think is the books main idea? 4. Distribute the Feature Worksheet to the class. Explain now that we are going to use Ah Music! to answer these questions as a model for what the students will do with a small group next. Read the directions. For guided practice go through the questions answering them as whole class on the class model worksheet prepared on chart paper. Emphasize some answers must be exact (example a page number) and others are more opinion (how a caption helps the reader understand the image). 10. Share groups and norms. Have students retell directions and write them on the board. What do you do if your book does not have the feature the question asks about? 4 groups can work on the carpet while others are gathered one per table. 11. Small groups then independently complete the feature worksheet with their supplied nonfiction book for about 25 minutes. Teacher circulates for additional support. Closure: (5 minutes): 1. Two groups are selected to share select answers from their work. Others student groups can ask these questions to the presenters or the teacher will lead. 2. Share that the next step in our music and sound project research is to make an All About text. Within groups students will each create a page for nonfiction book that includes many of the features we discussed today. This knowledge will be helpful to know what features to include helping the reader understand our information. Assessment of Objectives: Assessment of students understanding of nonfiction text features to find information will be how they apply this knowledge to answer questions about the features themselves (e.g. what page does heading x start on?) and to answer the questions they predicted to find within the book. Then evidence of understanding from about what information is provided in the book from

features will be assessed by the appropriateness and accuracy of the students prediction question answers. Finally, students identification, labeling, and explanations of the text features will be assessed from their performance on the feature worksheet. Considerations 3. Anticipating students responses and my possible responses a. Some students could become off-task during the lesson and the suggestion of moving the student or their desk were discussed in the classroom arrangement section. While the teacher is working with individual small groups other groups could become off task. Make sure that each group has a student who can help keep the group on task also to aid the teacher in management. b. Many students are familiar with nonfiction text features and will enjoy applying this knowledge. However students could struggle with the questions that ask them to explain their thinking or how the information is made clear through the features. During guided practice it will explained that there could many correct responses. Students need to focus on explaining themselves rather than the right answer. 4. Accommodations a. For the students who find the material challenging they can focus only on questions 1-7 on the feature worksheet. Select groups will be kept at the tables also for more support. b. For students who need an additional challenge they can complete the worksheet through the Bonus. There is no limit for how much research they want to complete in answering their prediction questions. If their original question cannot be answered then they need find a new question that can be.

Appendix:

Nonfiction Feature Worksheet

Name: ____________________________ Date: ___________________

Book Title: _______________________________________

Directions:
a. First take a feature walk through the nonfiction text with your group members. As your group completes the feature walk answer the questions below by circling your response or filling in the blank. Every group member must complete his or her own page. b. Then once your group is done continue to the Bonus. Brainstorm questions that your book could answer and try to research (find out) their answers.

Feature Questions:
1. What is the title of the book? _____________________________________________________________

2. Does the book have a table of contents?

Yes

No

a. If yes, how many headings are included in the table of contents? ________________________________________________________

3. What are the names of two headings? What pages are they found on? a. Heading One: ________________________ Page Number(s): ________ b. Heading Two: ________________________ Page Number(s): ________

4. Go the page(s) for heading one (that you chose for Question #3). Count how many illustrations, photographs, and/or diagrams are found on the headings page(s) and record each number. a. Illustrations: ________________ b. Photographs: ________________

c. Diagrams: __________________ 5. Choose one caption from the same headings images. Record this caption and explain how the caption helps the reader better understand the image it describes. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 6. Does the book have a glossary? Yes No

a. If yes, what is one word and its definition found in the glossary? __________________________________________________________ 7. Does the book have an index? Yes No

a. If yes, what is one word and its page number(s) found in the index? __________________________________________________________ 8. Select one page in the nonfiction text and label the different features (caption, diagram, heading, illustration, etc.) found on the page with the sticky notes provided. Be careful to only write on the sticky notes!

Bonus:
1. What is one question you think this book could answer? Question 1: ____________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. Now use the text to research the answer to your question. Record the research facts you learned that answer or help to answer your question. Answer: ______________________________________________________ _____________________________________________________________ _____________________________________________________________

Lesson Plan 3: Social Studies Timeline of Recording Technology (45 minutes)

Objectives: SWBAT identify the changes in recording technology throughout the years. SWBAT will understand how new technology allowed each new invention to improve how we listen to recordings. Standards National Curriculum Standards for Social Studies: NCSS.2 TIME, CONTINUITY, AND CHANGE. 2.2.1. Ask and find answer to questions related to the past in school, community, state, and regional contexts. NCSS.4 INDIVIDUAL DEVELOPMENT AND IDENTITY. 4.1.4. Individuals bring specific abilities, interests, and talents in working with others to make decisions and solve problems. NCSS.8 Science, Technology, and Society. Young children learn how science and technologies influence beliefs, knowledge, and their daily lives. Materials and Preparation Recording of sound on a record (phonograph, physical copies of a record, compact cassette disc, 8track, CD, mp3, student journals, timeline cards with assigned recording technology and group member roles (6), crayons, colored pencils, prepared timeline on board, tape, pencils, CD/tape players Classroom Arrangement and Management Issues Students will be in their seats for the beginning part of the lesson following the math lesson. Students will then have the opportunity to move into different locations to complete their timeline information card. Students will begin the lesson with no materials so their focus is on the speaker and board. Then they will be given the listening survey only once they are needed. Students will take their listening to their assigned group area where the rest of the materials are located. For students who are distracting themselves or classmates they will have their desks turned (so they cannot fiddle with items inside it) or be moved to a seat on the periphery of the classroom. Positive behavior will also be rewarded through the class star chart. Share the group norm to work together cooperatively by making sure everyone contributes and shares their thoughts before people start writing/illustrating. Also ask your question to your group before asking the teacher. Finally small voices so all the groups can work productively. A timer will be set with a 2-minute warning for the independent practices close. The Hook (5 minutes): 1. Students brainstorm the different types of recordings we have been listening to and the technology used to hear them in class. 2. Next students consider how they listen to music outside of school. What do you use to play your music most of the time iPod, phone, CDs, computer, radio? 3. Display a record and cassette tape. Ask if any students know what they are. Share that before iPods, mp3 players, and CD this is how people listened to music. The Body of the Lesson: Work and Explore (35 minutes): 1. (15 minutes) Students now conduct a listening survey through the various types of recording technology. For each recording technology an audio sample is played (if possible), a physical model or picture is shown, and students consider how each new technology invention is better than the one before it. Students keep notes of the recording invention year, invention improvement, and what they heard when listening to the recording in their journals. What do you think about the sound of this recording compared to the quality of records we hear now? How is the compact cassette tape better than a record player?

a. Record invented in 1895 by the American inventor, Thomas Edison, to be played on a phonograph. Before this technology was invented the only way people could listen to music was by going to a concert in person. b. Compact Cassette Tape 1963 c. 8 Track 1965 d. Compact Disc - 1982 e. Mp3 1993 f. iPod 2003 2. In groups of 4 (same groupings as for the All About Sound headings) students then are each assigned to complete a timeline information card for one recording technology (20 minutes). a. Model one timeline information card for an iPhone. b. Distribute the groups and roles. Each timeline information card must include the recording technology, date invented, inventions benefits, technology illustration, and illustration caption. 3. Each group places their timeline information card accurately on the prepared timeline on the board. Closure: (5 minutes): 3. The timeline is reviewed with the whole class. Each group selects one student to present their timeline information card (if time permits). 4. Share that this sound recording timeline will now be included in our class All About Sound Nonfiction text. A timeline is also another nonfiction text feature. Assessment of Objectives: Assessment of students identifying changes in recording technology will be gathered both from accurately completing the assigned timeline card. Students will also be assessed by the order they place their timeline information card on the timeline. Students understanding of how new technologies allowed each invention to improve will be assessed from the listen survey explanations of how the technology enhancements. Considerations 5. Anticipating students responses and my possible responses a. Some students could become off-task during the lesson and the suggestion of moving the student or their desk were discussed in the classroom arrangement section. While the teacher is working with individual small groups other groups could become off task. Make sure that each group has a student who can help keep the group on task also to aid the teacher in management. b. Many students are familiar with the newer types of recordings. However students could struggle to explain how earlier technology recordings improved since they are so unfamiliar with this technology. Questions during this part of the lesson will help scaffold students responses. 6. Accommodations a. For students who find the material challenging they will be assigned the group role of illustrating the recording technology and writing the illustrations caption. b. For students who need an additional challenge they will be assigned to write how the technology improved on older recording technologies. Students are encouraged to consider benefits to the new technology not discussed with the whole class. For whole groups that finish early there will be additional timeline information cards provided to

work on. These groups can then complete a new timeline card imagining what the next recording invention could be and how it would improve our listening experience.